Professional Education Program
Conceptual Framework
State University of New York
Frank Melville Jr. Memorial Library
Stony Brook, New York 11794-3372
Telephone: (631) 632-4PEP
Fax: (631) 632-9487
Professional Education Program
Conceptual Framework
4.1 Vision and Mission
Stony Brook University’s mission seeks to provide “education of the highest quality…to
carry out research and intellectual endeavors …that advance knowledge and have
immediate or long range practical significance…[while] celebrating diversity and
positioning the University in the global community.”
Stony Brook President Samuel L. Stanley, Jr. (2014)
Stony Brook University, the crown jewel in the SUNY system, is located in Suffolk County on
the North Shore of Long Island, about sixty miles east of New York City. The university was
established in 1957 as the State University College on Long Island for the preparation of
secondary school teachers of mathematics and science. In the early 1960s, Governor Rockefeller
and the chancellor and trustees of the State University designated Stony Brook as one of four
University Centers and charged it with pursuing national prominence. Stony Brook is the only
such research center in the Long Island/New York City metropolitan area, and is the largest
single-site employer on Long Island. In 1995, the National Research Council ranked Stony
Brook as the leading public research university in the northeast, and the Carnegie Foundation has
identified Stony Brook as one of the nation's seventy leading research institutions. The Rise of
American Research Universities ranked Stony Brook right after the University of California at
Berkeley as one of the best public institutions of higher learning in the United States (Graham
and Diamond, 1997).
Since its founding, the university has consistently grown in quality, intellectual breadth and
stature, and it is now a world-class research university comparable to the flagship campuses of
major state universities across the country. Stony Brook University is ranked one of the top 100
universities in the nation and one of the top 40 public universities by U.S. News & World
Report and is included on their list of notable programs for undergraduate research/creative
projects. In 2013, Princeton Review named Stony Brook University as one of the best value
colleges and praised the University for combining “affordability and excellence with academic
prestige.”
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Stony Brook is a member of the prestigious Association of American Universities (AAU) the
invitation-only organization of the 62 best research universities in North America. Funding for
Stony Brook's research programs has grown faster than at almost any other university, making it
the major research campus in the SUNY system. As a highly regarded comprehensive Research I
university, Stony Brook is recognized as one of the leading public universities in the United
States with several of its departments, including Mathematics and Physics (which are home to
several of our programs) consistently ranked among the most distinguished programs in their
disciplines
Stony Brook is one of 10 universities given a National Science Foundation recognition award for
integrating research and education. Its dramatic growth has enabled Stony Brook to consistently
offer outstanding instructional programs in a broad spectrum of academic subjects. It has secured
considerable outside funding to integrate research into undergraduate teaching/learning programs
and its internationally renowned faculty members teach courses from the undergraduate to the
doctoral level.
Stony Brook University reflects the diversity of its surrounding community. Suffolk County has
experienced a dramatic growth in its linguistically and culturally diverse population and has
become a microcosm of the growing diversity across the country. It has the largest Hispanic
population in the state, outside of New York City, and its Asian population has more than tripled
in recent decades. The population of English Language Learners has also increased dramatically
across Long Island’s 127 school districts making Suffolk County second in the country as a
destination for incoming migrant students.
The University draws many of its students from the surrounding area and serves a highly diverse
student body. In the fall of 2013, 6% of University students identified themselves as African
American, 19% Asian American, and 9% Hispanic. 16% of the students are international
representing 109 countries in the student body.
The mission that has guided the University during this period of growth has been to:
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Provide comprehensive undergraduate, graduate, and professional education of the highest
quality;
Carry out research and intellectual endeavors of the highest international standards that
advance theoretical knowledge and are of immediate and long-range practical significance;
Provide leadership for economic growth, technology, and culture for neighboring
communities and the wider geographic region;
Provide state-of-the-art innovative health care, while serving as a resource to a regional
health care network and to the traditionally under-served;
Fulfill these objectives while celebrating diversity and positioning the University in the
global community.
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The Stony Brook University Paradigm for Teacher Education
As part of this strategic plan, Stony Brook has re-committed increased funding and resources to
its original mission of teacher preparation. Stony Brook University's paradigm for teacher
education and educational leadership diverges from that found in most other institutions. Its
uniqueness and strength are inherent in its university-wide, distributed model that places its
teacher education and educational leadership programs in their respective academic departments.
This departmentally-based model ensures academic rigor in the discipline, the integration of
pedagogical theory and practice, and close contact to faculty and research opportunities for
graduate and undergraduate students, as proposed in the Boyer Commission Report on
recommended enhancements in undergraduate programs located at Carnegie Category I Research
Universities (Boyer, 1998). Education faculty appointments within their respective academic
departments in the College of Arts and Sciences and the College of Engineering and Applied
Sciences provide fertile academic environments for research and scholarship. Faculty and teacher
candidates engage in a range of department-based experiences that include research-based
learning, scholarly investigations, broad use of technology and multimedia, and professional
development activities with both colleagues and peers. Along with the pursuit of research and
scholarship is participation in opportunities for campus and community collaborations, outreach
and authentic experiences that encourage data collecting, observation and reflection.
Education faculty are also members of the Professional Education Program (PEP), which was
established to coordinate the Stony Brook teacher education and educational leadership programs
and to promote academic, professional, scholarly and intellectual excellence in the preparation of
P-12 professionals.
PEP’s purpose is to bring together the diverse educational units on our campus, each one a part
of an academic department, and form them into a coherent unit with common principles, goals,
outcomes and assessments. PEP promotes cross-disciplinary discourse, curriculum development,
and collaborations bringing faculty and teacher candidates together for joint exploration of
shared concerns, goals and visions as well as encouraging the creation of innovative programs
and workshops. PEP provides a forum for faculty to broaden the diverse disciplinary and
pedagogical perspectives of their programs, and it creates opportunities for the cross-fertilization
of pedagogic ideas and practices for both faculty and their teacher candidates.
The PEP paradigm for teacher education and educational leadership provides a framework that
promotes professional excellence and growth for faculty and teacher candidates, fosters diverse
disciplinary perspectives and learning communities, and cultivates lifelong inquiry and learning,
leadership, and professional service. Each teacher education program brings forth its own unique
disciplinary perspectives and approaches into PEP for joint research and investigation of shared
concerns for teacher candidates and alumni. Our paradigm strengthens the integration of
disciplinary content and pedagogy within and across departments. It enhances appreciation of
diverse academic perspectives, and it strengthens collaborative partnerships on campus, in the
community and with other higher education institutions. This is the context that drives our
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conceptual framework and our goals in building a united, yet inherently diverse, professional
community that includes faculty, teacher candidates, alumni, educational personnel and P-12
students in partnering schools. PEP provides a unifying vision and philosophy; it fosters a
cohesive approach to research-based curriculum design and assessment; and it ensures unified
programs for fieldwork and clinical practice.
Our goal is to become a global leader in the professional development of educators by creating
diverse learning environments that underscore the symbiosis of research, teaching, life-long
learning, community service, and leadership. PEP’s vision is rooted in three major themes that
are deeply embedded within our practices and provide the principles that outline our structure.
They provide the bases for our pedagogical research; they guide our reflective practices; and they
support our partnerships, both within the university and within the broader community. Our
three themes are:
Professional Excellence and Growth: Candidates develop the knowledge, skills and
dispositions essential for a successful career in the field of education. These skills
include, but are not limited to, mastery of subject matter and pedagogical theory,
instructional design and assessment, approaches for motivating learners, inquiry,
reflective practice, leadership, classroom management strategies, and, for our leadership
candidates, the ability to design and implement a strategic vision that involves all
stakeholders in creating a positive learning environment in which all students can achieve
their potential.
Community and Diversity: Candidates learn that students construct knowledge in a
myriad of individual ways that are influenced by such factors as ability, ethnicity, social
environment of home and school, primary language, and gender. It is important for
candidates to learn to recognize such individual student differences and adapt their
instruction and strategic vision to individual student needs and to do so in a variety of
diverse communities and classroom settings.
Leadership and Service: Candidates develop qualities that prepare them for further
professional development and leadership roles in the school, profession, and community,
where they will serve and act as advocates for all students. Faculty model professionalism
and leadership by professional growth opportunities for students, teachers and other
educational professionals.
PEP's vision has emerged from collaboration across disciplines through a meeting of minds,
diverse academic perspectives, and cumulative professional expertise and experience. It
encapsulates the diverse perspectives that forge our professional community and delineates our
shared vision and goals that drive our practices at Stony Brook University. Our vision
incorporates the knowledge and experience of our colleagues in P-12 schools, our alumni, and
our candidates across disciplines.
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To realize our vision, we have identified a number of concrete mission objectives:
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Provide discipline-based professional education of the highest quality for undergraduate and
graduate teacher and leadership candidates.
Integrate research and theories of the disciplines with diverse field experiences, and create
educators who will continue to grow and synergistically combine evolving expert knowledge
with pedagogy that exceeds state, national, and professional standards.
Integrate diversity into the academic and clinical experiences to enhance the continuous cross
fertilization of ideas.
Build and strengthen partnerships within the University and with the regional community.
Provide leadership and professional development for the educational community of the
region and beyond.
Crafting and Aligning our Conceptual Framework
It is reasonable to expect teachers to be responsible stewards of the schools in which they
teach. They and they alone are in a position to make sure that programs and structures
do not atrophy—that they evolve over time as a result of reflection, dialogue, actions, and
continuing evaluation of actions. Teachers are to schools as gardeners are to gardens—
tenders not only of the plants but of the soil in which they grow.
(Goodlad, 1990, p. 44).
Our conceptual framework reflects Stony Brook’s diverse disciplinary and pedagogical
perspectives. It represents a joint exploration of our shared concerns, goals, and visions. This
document was crafted and has evolved through cross-disciplinary discourse and communication
among Stony Brook faculty and stakeholders, including candidates, alumni, P-12 administrators
and teachers. These meetings generated numerous discussions that also included our steering
committees, task forces, PEP Advisory Board, faculty meetings, cooperating teachers and
administrators, and candidates. Ideas, input, and the cumulative experiences of all involved have
been integrated and are interwoven within this document. This conceptual framework was
developed to guide our instruction and curricular reforms, and it will continue to evolve as we
move towards the realization of our vision.
This conceptual framework is grounded in current research in pedagogy and in the disciplines. It
is aligned with Stony Brook’s institutional mission, and New York State learning standards and
Code of Ethics, as well as with the national standards established by the Interstate New Teacher
Assessment and Support Consortium (INTASC), the benchmarks of the Association for Teacher
Educators, and the disciplinary standards established by the relevant SPAs.
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4.2 Philosophy, Purposes and Goals
Here you will find a place where students and professors work together to answer
questions and solve problems that are facing the world today…where collaborations
across academic disciplines…create discoveries that change lives.
Stony Brook President Samuel L. Stanley Jr. MD, (January 2, 2015)
Our philosophy stems from the realization that the vision that educators instill in their students
emanates from their own educational experiences and that this occurs at all levels. We believe
that education is a continuing process and that educators must continue their own growth and
education throughout their lives.
PEP’s purpose is to ensure that Stony Brook University does an excellent job in all of its
programs of preparing teacher education and educational leadership candidates for their careers.
In very broad outline, we see our three themes as the foundation on which we have built our
pedagogical structure. We have identified three important pathways through which to realize
each of these themes: research, reflection and partnership. We believe that educational practice
must be informed by research, which is an ongoing process, with ever-changing results and
ideas. We believe that educators at every level must be aware of their own selves, their own
actions, their own thoughts, and must have the capacity to reflect on their own attitudes. And we
believe that educators must be aware of the diversity, including but not limited to diverse
populations regarding ability, culture, social, economic, and linguistic, backgrounds and styles of
learning and take the lead in helping each of their students to find his or her own path of
learning.
4.3 Knowledge Bases
In “The Child and the Curriculum,” John Dewey argued that the apparent antinomy between
students and the curriculum--that is, between the natural interests and motivations of the student
and the conceptual structures of the academic disciplines--could be resolved by translating them
back into the lived experience from which these bodies of systematic knowledge had been
abstracted in the course of human civilization. The aim of education was to enable students to
recapitulate, and thereby to make their own, the cultural and intellectual labors that constituted
the true history of the human species. The role of the teacher in this process was to design
learning situations in which these structured learning outcomes would appear as--and where they
would, in fact, become--the natural, unforced development of the innate capacities of the student,
rather than lifeless intellectual constructs forced upon students who could not translate them back
into their own lived experience (Dewey, 1964).
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The challenge, though, is putting this idea into practice. Although students may well have what
Eleanor Duckworth (1996) has dubbed “wonderful ideas” and be the “natural learners” described
by Howard Gardner (1991), to pull off the delicate pedagogical balancing act described by
Dewey without stifling this natural interest and curiosity, teachers must have, Dewey argued,
deep knowledge not only of child and adolescent development and learning theory, but also of
the fundamental concepts of the academic disciplines. Only such knowledge would, he insisted,
put teachers in a position where they could anticipatorily intuit how the abstract ideas that give
these bodies of thought their intellectual autonomy are latently contained, if only in a naïve,
unschooled manner, in children’s expressions and thus put them in a position to create learning
situations that would guide them through the infinitely complex chain of intermediate
experiences and reflections through which they could then “construct” this knowledge as their
own.
The history of educational theory in the 20th century has to a large degree been dominated by the
search for a generic science of learning (Shulman & Quinlan, 1996). However, Lee Shulman
(1986, 1987) has convincingly argued that learning takes place in essentially discipline-specific
ways and that successful teaching depends on what he calls “pedagogical content knowledge,”
that is, the knowledge--itself grounded in a deep understanding of the conceptual field of a
discipline--of the ways in which disciplinary knowledge is constructed and the practical ability to
apply this knowledge to create motivations and situations that will result in the construction of
discipline-specific theories, principles and concepts. This pedagogical content knowledge “lies
at the intersection of content and pedagogy, in the capacity of a teacher to transform the content
knowledge he or she possesses into forms that are pedagogically powerful and yet adaptive to the
variations in ability and background presented by students” (Shulman, 1987, 15). It embodies,
Shulman continues, the aspects of content most germane to its teachability. Within the category
of pedagogical content knowledge I include, for the most regularly taught topics in one's subject
area, the most useful forms of representation of those ideas, the most powerful analogies,
illustrations, examples, explanations, and demonstrations - in a word, the ways of representing
and formulating the subject that make it comprehensible to others . . . [It] also includes an
understanding of what makes the learning of specific concepts easy or difficult: the conceptions
and preconceptions that students of different ages and backgrounds bring with them to the
learning (Shulman, 1986, 9).
Shulman’s ideas concerning the problems involved in achieving such a synthesis of content and
pedagogical knowledge, and the benefits to be derived therefrom, have inspired a great deal of
research that informs the pedagogical instruction in all of our programs (Grennon Brooks and
Brooks, 1983; Fosnot, ed., 1996; National Research Council, 2005; Phillips, ed., 2000;
Wineburg, 2001; Social Education, 1998; Ball, 1988; Hill, Rowan and Ball, 2005; Richardson
2003).
Building on these insights, our programs are committed in a broad, undogmatic sense to a
constructivist approach to teaching and learning. This philosophy has been influenced by the
work of a number of seminal thinkers, including Dewey (1916, 1964), Jean Piaget (1954, 1967,
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1970), Lev Vygotsky (1962, 1970; Kozulin, et al., 2003; Moll, ed., 1990; Tharp and Gallimore,
1988), and Jerome Bruner (Bruner, 1960). However, the theories of cognitive and moral
development that underlie the work of the latter three authors need to be qualified or expanded in
two important ways.
In addition to our ongoing efforts to make our students aware of the theoretical foundations of
classroom practice, this broad commitment to a constructivist pedagogy also impacts our
instruction in a variety of specific ways. Our students learn to be attentive to the naïve reasoning
of P-12 students and to be on the lookout for common misconceptions whose identification can
serve as the springboard for exploring the basic principles of the discipline (Gardner, 1999).
Facilitating this construction of disciplinary knowledge (and the reflection that enables learners
to make what Dewey called the move from the psychological to the logical perspective) requires
that our students learn to “teach for understanding” (Wiske, ed.., 1998; Perkins, 1992; Gardner,
1999) and to organize their instruction using “essential questions” which address the same
existential issues as the disciplines themselves and whose answers presuppose the ability to
apply the fundamental concepts of the discipline (Sizer, 1996; Simon, 2002; Wiggins &
McTighe, 1998).
The challenge, though, is connecting these intellectually sophisticated learning goals to the
interests and abilities of the student. In “The School and Society” Dewey argued that this
problem emerged with the separation of schooling from the practical life of the home, occupation
and community that followed in the wake of the industrial revolution. In an earlier age children
had had an intrinsic interest in learning because learning involved doing things and solving real
problems that were immediately relevant to their lives. However, the development of formal
schooling and the attendant abstraction of schooling from life had, Dewey argued, cut children
off from this vital source of interest and motivation and forced the schools towards ever more
artificial pedagogical and curricular tactics that were intrinsically incapable of connecting
schooling with life. “No number of object-lessons, got up as object-lessons for the sake of
giving information,” he argued, “can afford even the shadow of a substitute for acquaintance
with the plants and animals of the farm and garden acquired through actual living among them
and caring for them….[Such exercises are] somewhat remote and shadowy compared with the
training of attention and judgment that is acquired in having to do things with a real motive
behind and a real outcome ahead” (Dewey, 1964, 298-99).
Dewey’s argument here that intellectually sophisticated, intrinsically relevant learning
presupposes forms of instruction and assessment that are quite different from those traditionally
encountered in the schools has recently been rediscovered and popularized under the rubric of
“authentic” instruction and assessment (Newman, Secada and Wehlage, 1995; Newman and
Associates, 1996; Newman, Marks, and Gamorage, 1996; Sizer, 1996; Wiggins, 1998; Wiggins
and McTighe, 1998), and these ideas have become another of the theoretical pillars of our
program.
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But the fact that the construction of knowledge is an essentially creative, dialogical act (Freire,
2000; Vygotsky, 1980) has a number of implications for our curriculum and teaching. We
model, and thereby communicate the importance of, cooperative learning as an instructional
strategy that creates the environment for learning in which students are required to engage in
spirited, value-laden, socially-relevant discussion that requires them to define and defend the
terms of their arguments, rather than to simply recall or apply ready-made information, while
developing the social skills and dispositions on which such discussions--and citizenship and
sociability more generally--depend (Johnson, Johnson, and Holubec, 1993; Slavin, 1991; Stahl,
1994). While this kind of dialogical activity also reinforces the importance of reflection (and of
the importance of reflection for the continuing professional growth of our students), the need to
develop the degree of mutual respect and tolerance on which such activity depends also has
important implications for the philosophy of class management and discipline that we seek to
model for our students (Rodgers, 2002).
In addition, teachers must also have a comprehensive knowledge base regarding students with
exceptionalities and special needs. Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990 both require that schools provide a free and appropriate
public education for students with disabilities. People with disabilities comprise approximately
18% of the U.S. general population, and it is critical that young people with physical or other
disabilities have access to a quality education in the least restrictive environment. Despite this
legislation, however, some schools, while abiding perhaps by the letter of the law but not its
spirit, continue to stigmatize students with disabilities. Some teachers still hold low expectations
for these students, and/or do not treat them as “normal,” thus truncating their learning. As some
disability studies scholars argue (Groce, 1985; Davis, 1997; Linton, 1998; Bérubé, 1996)
“disability” is to some extent a social phenomenon, with barriers to buildings (and to learning) a
constructed feature of society rather than the “fault” of an individual. We work to make our
students understand that classrooms and lessons must be designed in ways that do not exclude
any member of the learning community. While we emphasize the importance of differentiated
instruction (Tomlinson, 2000) in facilitating access to higher-order learning for all students, we
also make our own students aware that they must continue to expand their knowledge base
regarding disability law and be sensitive to the role teacher assumptions play in student learning.
To this end, our core education and foundation classes, including human development, literacy,
and special education classes, as well as pedagogy across the disciplines courses all address
issues and strategies in this area.
A closely related issue is the problem of language acquisition and teaching English language
learners. Similar to the rules governing the education of students with disabilities, New York
State Education law mandates schools to provide a free, quality education for English Language
Learners regardless of their language abilities or their immigration status (NYS 2014). Designing
powerful instruction also requires an understanding of the myriad factors that influence the
acquisition of literacy. While traditionally literacy has been viewed as an autonomous,
decontextualized process in which individual learners acquire skills that enable them to read and
write proficiently, current scholarship places greater emphasis on the ways that the context and
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use impact language acquisition (Kucer, 2005). Literacy cannot be separated from the ways of
thinking, believing, feeling, and acting expected by particular communities, and an important
aspect of our students’ knowledge base is understanding that school-based literacy is only one
form among many (Gee, 2001). In particular, teachers must have a clear comprehension of
academic language and literacy expectations, how these expectations differ from discipline to
discipline, and how academic literacy can be taught in an additive manner so that secondary
students do not experience education in a context in which their home literacies are devalued
(Schleppegrell, 2004).
Issues of literacy acquisition are particularly critical when English Language Learners (ELLs)
are considered. ELLs constitute a rapidly-growing population in U.S. public schools (especially
in recent years, given the enormous influx of immigrants from Central and South America, and
Asia) and understanding the nature of second language acquisition is a critical knowledge base
for our students. Research suggests that the acquisition of academic literacy for ELLs can take
from four to seven years (Hakuta, Butler, & Witt, 2000). During this extended period, ELLs face
challenges in the form of poverty, racism, limited access to English even in public school
settings, underprepared teachers, and tracking, which current research suggests is a stronger
predictor of academic attainment than language proficiency (Callahan, 2005; Olneck, 2004;
Sharkey & Layzer, 2000). An important aspect of the knowledge base our students develop,
then, is awareness of how ELLs fare in U.S. public schools and how instruction can be adapted
to better serve them.
Educational technologies today have become increasingly diverse, going way beyond
PowerPoint presentations and SmartBoards to support a wide variety of teaching strategies
corresponding to differing learning styles and abilities (Smaldino, Lowther, & Russell, 2007;
Abbott, 2007; Smith and Throne, 2008; Abshire et al, 2014). Over the past decade, technology
has become increasingly ubiquitous in our society, with a majority of people comfortably using
Smart phones, tablets, or other devices with instant access to interactive web-based social media
platforms and applications such as Wordpress, Padlet, Jing, Wordle, Audacity, Instagram,
Twitter, etc. Today's P-12 students, who are growing up surrounded by technology, no longer see
such devices as novelties. In fact, they are surprised when they are not used in the classroom
(Warletta, Lee, & Caplovitz, 2002; Oblinger, 2005), and one of our main goals in this domain is
to provide students with the opportunity to learn how to use the relevant technologies to enhance
student learning (Adcock, 2008) and to create interactive educational environments in which
students "develop technology-enriched learning environments that enable all students to pursue
their individual curiosities and become active participants" in their own learning (ISTE
Standards for Teachers, 2008). Today, students are not merely consumers, but creators of texts,
images, blogs, and programs, which are often published to the web. Also, computer games can
help students to understand the language, culture, and underlying concepts of a particular subject
by immersing them in their roles (Gee, 2003; Shaffer, 2007). Our goals include helping students
"navigate the benefits and pitfalls of a networked world" (Hicks and Turner, 2013, p. 64).
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However, while knowledge of learning theory, learning styles, literacy and technology is
important, understanding student individuality has another, equally important dimension.
Schools are social institutions that are much more than the sum of their individual students, and
success at the individual level in the classroom depends on teaching our students to understand
how broader social forces shape individual student learning. These are the issues that normally
fall under the heading of the history and sociology of education.
The basic issue here is to teach our students to understand both the changing conceptions of
equality of educational opportunity as it has evolved in relation to race/ethnicity, language,
gender, and handicap and the sometimes unintended, though always highly politicized,
consequences of measures designed to ensure greater equality of educational opportunity--and, in
recent years, of educational outcomes (Coleman, 1968; Jencks et al., 1972; Teachers College
Record, 2005; Nelson, 2005; Ravitch, 1983). To be able to reason intelligently about these
matters, students have to have a firm knowledge of how contemporary schools--with all of their
promise and problems--have evolved historically through the interaction of social thought and
social change (Tyack, 1974; Cuban & Tyack, 1995; Cremin, 1961; Ravitch, 1983, 2001; Fass,
1989; Angus & Mirel, 1999; Katz, 1971). But they also have to understand how contemporary
debates over school reform are framed by both particular readings of this history and by
philosophical differences over the aims of education and the nature of authority in the
pedagogical domain (Labaree, 1997; Guttmann, 1987/1997; Berliner, 1997, 2006; Berliner &
Biddle, 1995; Apple, 2000, 2004, 2006).
Over the past decade increased attention has been focused upon the “achievement gap” (Jenks &
Phillips, eds., 1998; Peterson, ed., 2006; Thernstrom & Thernstrom, 2003) between white and
minority students and the potential role of the No Child Left Behind Act in reducing these
differences. We expect our students to be aware of the debate over the role of education in
promoting social equality and ensuring the reproduction of existing social inequalities (Bourdieu,
2000). The impact of class on schooling and social reproduction, i.e. the question of “how
working-class kids get working-class jobs,” has long been the subject of scholarly analysis
(Anyon, 1980; Willis, 1977; Dolby & Dimitriadis, 2004; Bettie, 2002; Bowles & Gintis, 1976;
Kozol, 1991). However, the problem of educational inequality cannot be reduced to a question
of class, and there is also a growing body of literature that focuses on patterns of over- and
underachievement among minority youth. This work focuses primarily on the diverse factors-including home environment, generational experience, English language competence, attitudes
towards heritage language and culture, assimilation and the historical memory of the group--that
are believed to be the cause of the alienation of these students from the schools, their academic
underachievement, and their resulting “at-risk” behaviors, though it also includes works that as
why certain “model” minorities identify so strongly with schooling and assimilation and why
they experience what is regarded as disproportionate academic success (Nieto, 2005; Valenzuela,
1999; Ogbu, 2003; Fordham, 1996; Fordham & Ogbu, 1986; McNamara & O’Connor, eds.,
2006; Lee, 2005; Lee, 1996; Staiger, 2006; Louie, 2004; McLeod, 1995; Morris, 2005).
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Our faculty draw on this literature to help our students develop a more “culturally responsive”
approach to teaching (Ladson-Billings, 1994, 1995; Noddings, 2003; Gay, 2000, 2003; Nieto,
2005; Delpit, 1995) that will improve student learning by transforming “subtractive schooling”
into something more “additive” or synergistic (Valenzuela, 1999). But our teaching has also
been inspired by the work of Paulo Freire (Freire, 2000; Darder, 2002; McLaren and Lankshear,
eds., 1994). The most important insight of the critical pedagogy that has developed out of
Freire’s work is its claim that student alienation and academic underachievement are the more or
less predictable results of the class, race, ethnic, and gender discrimination that they see as
endemic in American society, and they draw on Freire’s theory of praxis to argue that, by
transforming schools from mechanisms of social reproduction into engines for social
reconstruction, critical pedagogy can overcome this alienation and thus enhance both the
educational opportunity, the educational achievement, and the social advancement and equality
of these disadvantaged groups (Darder et al., eds., 2002; McLaren, 1997; Giroux, 1992; Gutstein,
2006; hooks, 1994). But we also teach our students to consider the more specifically schoolbased sources of unequal educational outcomes, especially tracking (Oakes, 2005; Oakes, Wells
and Jones, 1997; Burris and Welner, 2005; Hallinan, 1996; Lucas 1999; Yonezawa, Wells and
Sema, 2002; Loveless, 1999).
Lastly, if we expect our students to become informed advocates who can work effectively with
all of the relevant stakeholders to improve the schools, then they have to understand both the
assumptions underlying contemporary educational reform proposals and their potential impact on
both students and their own professional practice. These include not only the debates over
school choice, charter schools and privatization, and the impact of the NCLB (Nichols &
Berliner, 2007; Sadovnik, et al., eds., 2007; Fuller & Elmore, eds, 1996; Wolfe, ed., 2003; Chubb
and Moe, 1990; Darder, 2005; Hess & Finn, 2004; American Educator, 2005; Rebell & Wolff,
2008; Gamoran, 2007; and Sunderman, 2005), but also the work of reform efforts, such as the
Coalition for Essential Schools (Sizer, 1996) and the Central Park East Secondary School
(Meier, 1995), whose approach to teaching, learning and educational reform is based on very
different principles than the current rhetoric of standards and accountability.
There is a strong correlation between student achievement and effective school leadership
(Marzano, Waters & McNulty, 2005), and the central goal of our educational leadership
programs is to help their students acquire the knowledge, skills and dispositions needed to
translate into practice the vision of effective teaching described above. In order for educational
leaders to function as “chief learning officers” (Bottoms & O’Neill, 2001), not only do they need
to master the four key roles of effective administrators: resource provider, instructional resource,
communicator, and visible presence (Smith & Andrews, 1989). Effective leadership also
involves learning how to align curriculum and instruction to facilitate student learning, structure
professional development and facilitate collaboration among teachers, and use research to make
decisions (Glickman, Gordon, & Ross-Gordon, 1995; Blasé & Blasé, 1999).
As research has shown, the greatest challenge in achieving these goals is learning to inspire and
manage change (Marzano, Waters, & McNulty, 2005; Capasso & Daresh, 2001; Reeves, 2006),
(Updated 1-18-15 and Adopted 02-11-15)
12
and one of the main goals of our educational leadership programs is to train educational leaders
who are able to engage all stakeholders while transforming their organizations in ways that will
better meet the changing needs of students. We emphasize, on the one hand, the centrality of
human resources and the need to develop moral purpose, strong relationships, a commitment to
knowledge sharing, and the ability to connect new knowledge with existing knowledge while at
the same time providing a supportive environment for risk taking (Fullan, 2001; Fullan, 2002;
Silins, Mulford, & Zarins, 2002). On the other hand, we also try to make our students aware that
these goals cannot be achieved unless they take a broad, systemic view of the school and its
environment (Senge, 1990). But successful educational leadership also depends on other factors,
such as establishing culture for learning, effective communication, developing internal and
external partnerships, mobilizing resources, and demonstrating ethical behavior, as well as
developing a participatory or distributed leadership strategy (Schlechty, 1990; Andrews &
Grogan, 2002; Elmore, 2000; Lashway, 2002; Crow & Glascock, 1995) to mobilize the energies
and capacities of all members of the organization. The question, though, is how best to achieve
these educational goals, and, like our teacher education programs, our educational leadership
programs are committed to a problem-based approach that uses real data in real-life settings to
help students develop the knowledge and skills needed to become effective school leaders (New
York State Board of Regents, 2003; Browne-Ferrigno & Muth, 2001; Capasso & Daresh, 2001;
Morgan, Hertzog & Gibbs, 2002; Bottoms & O’Neill, 2001; Bartell, 1994; Hoachlander, Alt &
Beltranena, 2001).
4.4 Candidate Proficiencies
The educator, believing in the worth and dignity of each human being, recognizes the
supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the
democratic principles. Essential to these goals is the protection of freedom to learn and
to teach, and the guarantee of equal educational opportunity for all. The educator
accepts the responsibility to adhere to the highest ethical standards.
Preamble to the Code of Ethics of the Education
Profession, National Education Association (1975)
An essential precondition for achieving our mission is to translate our vision into concrete
measures or standards that can be used to inform our instruction and assess the achievements of
our candidates and the effectiveness of our programs. However, to successfully operationalize
these abstract principles, it is necessary to individualize them and adapt them to the specific
needs of our candidates. PEP is divided into two broad sub-units—the one relating to teacher
education, the other relating to the education of educational leaders and administrators—and we
have developed two roughly parallel sets of candidate proficiencies that express a shared vision,
but that do so in a way appropriate to the needs of each group. The teacher education candidate
proficiencies are closely aligned with the Model Core Teaching Standards (2011) of the
Interstate Teacher Assessment Support Consortium (InTASC).
(Updated 1-18-15 and Adopted 02-11-15)
13
The aim of our teacher education programs is to prepare candidates who:
1. Understand how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements
developmentally appropriate and challenging learning experiences.
2. Understand the individual differences and diverse cultures and communities to
ensure inclusive learning environments that enable each learner to meet high
standards.
3. Work with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in
learning, and self motivation.
4. Understand the central concepts, tools of inquiry, and structures of the
discipline(s) s/he teaches and creates learning experiences that make these aspects
of the discipline accessible and meaningful for learners to assure mastery of the
content.
5. Understand how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related
to authentic local and global issues.
6. Understand and use multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s
decision making.
7. Plan instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills
and pedagogy as well as knowledge of learners and the community context.
8. Understand and use a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections and to build
skills to apply knowledge in meaningful ways.
9. Engage in ongoing professional learning and use evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the learning community), and adapt
practice to meet the needs of each learner.
10. Seek appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school
professionals, and community members to ensure learner growth and to advance
the profession.
The aim of our educational leadership programs is to produce candidates who:
1. Develop and demonstrate the skills needed to work with a board of education to
facilitate the development of a vision of learning for a school district that
promotes the success of all students.
(Updated 1-18-15 and Adopted 02-11-15)
14
2. Demonstrate the ability to plan programs to motivate staff, students, and families
to achieve a school districts vision.
3. Demonstrate the ability to bring together and communicate effectively with
stakeholders within the district and the larger community concerning
implementation and realization of the vision.
4. Develop a sustained approach to improve and maintain a positive district culture
for learning that capitalizes on multiple aspects of diversity to meet the learning
needs of all students.
5. Demonstrate an ability to assist school and district personnel in understanding and
applying best practices for student learning.
6. Collaborate with families and other community members.
7. Respond to community interests and needs.
8. Demonstrate a respect for rights of others with regard to confidentiality and
dignity and engage in honest interactions.
9. Demonstrate the ability to combine impartiality, sensitivity to student diversity,
and ethical considerations with their interactions with others.
10. Make and explain decisions based upon ethical and legal principles.
11. Espouse positions in response to proposed policy changes that would benefit or
harm districts and explain how policies and laws might improve educational and
social opportunities for specific communities.
Both sets of proficiencies are aligned with the PEP and Stony Brook University missions, the
PEP themes, New York State standards, INTASC, NBPTS, ELCC, and ISLLC standards
(respectively), as can be seen in the following table:
Alignment of PEP Themes, Candidate Proficiencies, and National Standards
PEP
Themes
Professional
Excellence
And Growth
PEP Teacher
Candidate
Proficiencies
(Abbreviated)
(InTASC
Standards)
1. Understand how
learners grow and
develop
3. Work with others
to create
environments that
support individual
and collaborative
learning
4. Understand the
central concepts,
tools of inquiry, and
structures of the
discipline(s)
5. Understand how
NBPTS Core
Propositions
PEP Education
Leadership Candidate
Proficiencies
ELCC Standards
ISLCC STANDARDS
Proposition 1
Teachers are
committed to
students and
their learning
Proposition 2
Teachers
know the
subjects they
teach and how
to teach those
subjects to
students
Proposition 3
Teachers are
1. Develop and
demonstrate the skills
needed to work with a
board of education to
facilitate the
development of a
vision of learning for a
school district that
promotes the success
of all students.
1.1.Develop a vision
1.2.Articulate a
vision
1.3.Implement a
vision
1.4.Steward a vision
1.5.Promote
community
involvement in
vision
2.2.Provide effective
instructional
program
2.3.Apply best
practice to
1A. Collaboratively develop and
implement a shared vision and mission.
1B. Collect and use data to identify
goals, assess organizational
effectiveness, and promote
organizational learning.
1C. Create and implement plans to
achieve goals.
1D. Promote continuous and sustainable
improvement.
1E. Monitor and evaluate progress and
revise plans.
2B. Create a comprehensive, rigorous,
and coherent curricular program.
2D. Supervise instruction.
(Updated 1-18-15 and Adopted 02-11-15)
2. Demonstrate the
ability to plan
programs to motivate
staff, students, and
families, to achieve a
15
Community
and
Diversity
Leadership
and Service
to connect concepts
and use differing
perspectives to
engage
6. Understand and
use multiple
methods of
assessment
7. Plan instruction
that supports every
student in meeting
rigorous learning
goals
8. Understand and
use a variety of
instructional
strategies
9. Engage in
ongoing
professional
learning and use
evidence to
continually evaluate
his/her practice
2. Understand the
individual
differences and
diverse cultures and
communities to
ensure inclusive
learning
environments 6.
Understand and use
multiple methods of
assessment
7. Plan instruction
that supports every
student in meeting
rigorous learning
goals
9. Engage in
ongoing
professional
learning and use
evidence to
continually evaluate
his/her practice
9. Engage in
ongoing
professional
learning and use
evidence to
continually evaluate
his/her practice
10. Seek
appropriate
leadership roles and
opportunities to
take responsibility
for student learning
responsible for
managing and
monitoring
student
learning.
Proposition 4
Teachers think
systematically
about their
practice and
learn from
their
experience
school districts vision.
3. Demonstrate the
ability to bring
together and
communicate
effectively with
stakeholders within the
district and the larger
community concerning
implementation and
realization of the
vision.
5. Demonstrate an ability
to assist school and
district personnel in
understanding and
applying best practices
for student learning.
Proposition 5
Teachers are
members of
learning
communities
6. Collaborate with
families and other
community members.
7. Respond to
community interests
and needs.
9. Demonstrate the
ability to combine
impartiality sensitivity
to student diversity
and ethical
considerations with
their interactions with
others.
Proposition 5
Teachers are
members of
learning
communities
(Updated 1-18-15 and Adopted 02-11-15)
4. Develop a sustained
approach to improve
and maintain a positive
district culture for
learning that
capitalizes on multiple
aspects of diversity to
meet the learning
needs of all students.
8. Demonstrate a respect
for rights of others
with regard to
confidentiality and
16
student learning
2.4.Design
comprehensive
professional
growth plans
3.1.Manage the
organization
3.2.Manage
operations
3.3.Manage
resources
6.1.Understand the
larger context
6.2.Respond to the
larger context
6.3.Influence larger
context
4.1. Collaborate with
families and
other
community
members
4.2. Respond to
community
interests and
needs
4.2. Mobilize
community
resources
2.1.Promote positive
school culture
5.1.Acts with
integrity
5.2.Acts fairly
2E. Develop assessment and
accountability systems to monitor
student progress.
2G. Maximize time spent on quality
instruction.
2H. Promote the use of the most
effective and appropriate technologies to
support teaching and learning.
2I. Monitor and evaluate the impact of
the instructional program.
3A.Monitor and evaluate the
management and operational systems.
3B. Obtain, allocate, align, and
efficiently utilize human, fiscal, and
technological resources.
3E. Ensure teacher and organizational
time is focused to support quality
instruction and student learning.
4A.Collect and analyze data and
information pertinent to the educational
environment.
6B. Act to influence local, district, state,
and national decisions affecting student
learning.
4B. Promote understanding, appreciation,
and use of the community’s diverse
cultural, social, and intellectual
resources.
4C. Build and sustain positive
relationships with families and
caregivers.
4D. Build and sustain productive
relationships with community partners.
6A.Advocate for children, families, and
caregivers.
2A. Nurture and sustain a culture of
collaboration, trust, learning, and high
expectations.
2C. Create a personalized and motivating
learning environment for students.
2F. Develop the instructional and
leadership capacity of staff.
3C. Promote and protect the welfare and
safety of students and staff.
3D. Develop the capacity for distributed
leadership.
5A.Ensure a system of accountability for
every student’s academic and social
dignity and engage in
honest interactions.
10. Make and explain
decisions based upon
ethical and legal
principles.
11. Espouse positions in
response to proposed
policy changes that
would benefit or harm
districts and explain
how policies and laws
might improve
educational and social
opportunities for
specific communities.
success.
5B. Model principles of self-awareness,
reflective practice, transparency, and
ethical behavior.
5C. Safeguard the values of democracy,
equity, and diversity.
5D. Consider and evaluate the potential
moral and legal consequences of
decision-making.
5E. Promote social justice and ensure
that individual student needs inform all
aspects of schooling.
6C. Assess, analyze, and anticipate
emerging trends and initiatives in order
to adapt leadership strategies.
4.5 Description of the System for Assessing Candidate Proficiencies
The PEP assessment system has evolved in conjunction with the drafting of our conceptual
framework and the formulation of our candidate proficiencies.
Our assessment system serves multiple interrelated purposes. It is designed to:
1. Ensure that candidates admitted to our programs meet minimum standards necessary both for
their own success and for the success of their future students;
2. Assess candidate learning analytically with respect to the individual candidate proficiencies
and provide a holistic assessment of the teacher candidate’s growth and development as he or
she progresses through the program;
3. Integrate assessment and instruction so as to provide candidates with ongoing feedback to
facilitate their own learning;
4. Provide candidates with multiple opportunities and modes of demonstrating the requisite
proficiencies and with clearly defined criteria to guide their efforts;
5. Ensure the quality of candidate performance by requiring them to meet prescribed levels of
proficiency at established gates in order to remain in good standing and to progress through
the program;
6. Measure candidate impact on student learning
7. Ensure that program graduates who are recommended for certification meet or exceed all
relevant unit, state, and professional standards;
8. Provide data that can be used for the continuous evaluation and improvement of program
structure, faculty performance, and assessment system design.
Our system of candidate assessment is driven by our candidate proficiencies, which are described
in Section 4.4. These proficiencies reflect PEP's educational philosophy and define the
knowledge, skills, and dispositions that we believe prospective teachers and educational leaders
(Updated 1-18-15 and Adopted 02-11-15)
17
must demonstrate. With respect to candidate assessment, our basic goal is to employ a limited
number of well-designed, reliable and authentic assessments to yield meaningful information on
critical candidate knowledge, skills and abilities, which can be used for formative and summative
purposes. The results of candidate assessment play an integral role in the assessment of program
quality and faculty performance. However, we also rely upon various sources of external
evidence, including standardized test scores, feedback from program graduates, cooperating
teachers, and administrators, and ongoing faculty research, to monitor and improve the quality of
our programs. We have established procedures to ensure that the data gathered is used in a timely
manner for all of these purposes.
To ensure that we achieve the goals described above, our assessment system includes the
following components:
1. A review of the qualifications of students seeking admission to the program. Admission
decisions are based primarily on program-specific GPA requirements, grades in specific
content courses standardized test scores and recommendations, as well as GPA requirements
established by New York State.
2. The ongoing assessment of candidate academic performance. Candidates must maintain
program-specific GPAs (which are generally higher than University major requirements and
which meet state standards) in their majors and pass all required courses with a C or better [B
or better for graduate students and candidates in our leadership programs] in order to remain
in good standing and progress through the program.
3. The use of standardized test scores, as well as grades in content courses, to demonstrate
mastery of content area knowledge.
4. The continuous assessment of candidate development and performance in relation to unit
standards. Here, we use a)instruments designed to track candidate development in relation to
PEP proficiencies as they progress through the program; b)practicum observation forms
aligned with the appropriate PEP candidate proficiencies; c)authentic assessments designed
to assess and enhance the ability of our teacher and leadership candidates to effectively
promote standards-based instruction and have a meaningful impact on student learning and
d)instruments to assess candidate performance in relation to the content standards adopted by
the relevant specialized professional associations.
5. The direct and indirect assessment of program quality by program completers, cooperating
teachers and administrators, and the schools that employ our graduates.
All of the individual assessments are aligned with candidate proficiencies. Our system of
candidate standards and standards-based performance assessments ensures that our graduates
have mastered the requisite knowledge of content and pedagogy, that they display the proper
dispositions, and that they are capable of applying this knowledge in diverse, authentic contexts
to effectively promote P-12 student learning. This assessment-feedback loop between
curriculum and instruction, candidate learning, and P-12 student learning is the basic mechanism
for establishing accountability towards the public, employers, teacher candidates, leadership
candidates, P-12 students, and ourselves.
(Updated 1-18-15 and Adopted 02-11-15)
18
New York State has recently adopted the edTPA, which was developed by the Stanford Center
for Assessment, Learning and Equity, as the basic licensing test for beginning teachers. In
2003/2004, we designed a modified version of the teacher work sample developed by the
Renaissance Partnership (Girod, 2002). In recent years we have revised and updated this and our
other assessment instruments to include the skills required by the Common Core State Standards
and more closely reflect the edTPA requirements relating to feedback, questioning, and the use
of assessment to inform instruction.
New York State has also revised certification requirements for educational leaders, and to ensure
that our candidate meet these requirements, our educational leadership programs have developed
a comparable battery of authentic assessments, which are used to measure and improve the
performance of leadership candidates during their internship. These include a portfolio
assessment, a school improvement plan, and an assessment of their ability to apply scholarly
research to effectively “steward a vision” of district-wide change.
Our system of internal assessments is complemented and validated by external assessments,
which also help us to assess program quality and faculty achievement. Experienced cooperating
teachers and administrators work closely with teacher and leadership candidates in developing
their skills and assessing their performance.
Program quality is assessed in a variety of ways. While candidate scores on standardized tests
provide one measure of program effectiveness, we also ask program completers, alumni,
cooperating teachers and administrators, and the school districts that employ our graduates to
evaluate the quality of our graduates, the structure of our program, and our effectiveness in
preparing candidates to implement standards-based instruction in area classrooms. These
surveys, together with the regular meetings of our Advisory Board, provide an important
mechanism for identifying the strengths and weaknesses of our program and gauging the quality
of our program relative to those of competing institutions. In addition to these various sources of
external feedback, faculty research keeps us abreast of developments in educational theory and
thus provides a benchmark by which we monitor and improve the quality of our programs.
Since our initial accreditation in 2004 and continuing accreditation in 2009, we have reviewed,
modified, and updated our assessment instruments and rubrics in alignment with current
knowledge base and standards. Our assessment system is closely integrated with the registrar and
student records systems and, working in collaboration with the University’s Division of
Information Technology, we have made substantial progress in automating the collection and
analysis of assessment data.
(Updated 1-18-15 and Adopted 02-11-15)
19
Changes to the Conceptual Framework
The conceptual framework has been reviewed and updated in recent years to ensure alignment
with revised state, national, and professional standards. Current knowledge bases have guided
our emphasis on the role of pedagogical content knowledge and assessment, a focus that is
implicit in our distributed model, and explicit in the pivotal role it plays in our practices across
the disciplines.
The following web links provide additional information about the history of Stony Brook University as well as the
most currently available institutional Facts & Figures.
http://www.stonybrook.edu/sb/ataglance.shtml
http://www.stonybrook.edu/sb/fastfacts/
http://www.stonybrook.edu/offires/
http://www.stonybrook.edu/offires/students/fall2013/ethnic13.html
http://www.stonybrook.edu/offires/students/fall2013/internationalstudentsF13.pdf
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